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Job-Hunting TEACHER’S NOTES

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Job-Hunting TEACHER’S NOTES Professional English Cambridge English for Job-hunting TEACHER’S NOTES UNIT 1 Research and preparation l Identifying the stages in the job application process l Researching yourself l Highlighting your skills and experience l Researching the market Go to page 11 for essential background information on the topic and useful web links. Don’t forget to explore the Extra activities for this unit Refers to Student’s Book pages Identifying the stages in the job application process Before you begin … The following questions can be used to generate a warm-up discussion before starting Unit 1. 1 How many different stages in the job application process can you think of? 2 What stages do you think are the most important? 3 What stages are the hardest for non-native English speakers applying for a job in English? 4 Do you have any real-life experience of job-hunting in English? 1 a Students complete the task individually before comparing answers in pairs. Answers 1 c 2 g 3 d 4 f 5 b 6 a 7 h 8 e b Students complete the task in pairs before open-class feedback. Suggested answers 8 7 6 1/2 5 4 3 1 Cambridge English for Job-hunting Cambridge University Press 2008 PHOTOCOPIABLE www.cambridge.org/elt/englishforjobhunting UNIT 1 Research and preparation Teacher’s Notes c Students complete the task individually before comparing answers in pairs. Answers 1 g (Customer service assistant, Packaging Palace) 2 c (recent psychology graduate); g (BSc (Hons) Psychology (2.1)); h (recent psychology graduate) 3 a (circa £25k pa) 4 e (a bit moody / not very well organised / make decisions without thinking); f (I didn’t use to be very well organised) 5 d (and calculated … you could justify charges of …); e (good at maths); g (Liaised with management on pricing strategy) 6 c (as advertised in The Guardian); h (an advert in The Guardian) 7 e (doing research on the net) 8 a (an ability to work well in a team); d (make a very useful contribution to your team); e (work well with people) 9 b (It all looks very impressive); c (a successful international firm); d (Everyone in your office was friendly and made me feel very welcome … your strong reputation for quality); h (your excellent reputation) 10 d (I checked your prices) d Open-class discussion. Answers Teresa meets the advertised criteria: she has a degree and related professional experience in sales and marketing. The extract from her letter demonstrates a clear, confident and professional approach, which helped her get an interview. Her chances of getting the job appear strong, but this will depend on her ability to emphasise her teamworking skills and play down her weak organisational skills during her interview. Researching yourself Before you begin … The following questions can be used to generate a warm-up discussion. 1 What research should a job-hunter do before looking for a job? 2 What do you need to find out about yourself before you start job-hunting? 3 Have you ever done any research like this before? What did you do? 2 a Students read the questions, listen and answer the questions in pairs. 1.1 page 84 Answers 1 Sophie suggests Silvia works out what she wants to do by thinking about what she likes doing and what she’s interested in. 2 She thinks about something she’s done that was successful, and then tries to identify the skills she used. 3 No, she says that Silvia shouldn’t take them too seriously. 4 A successful job search is not just about finding a job that you would be good at, but about finding a job that you will love doing. Language note for audioscript 1.1 You may want to highlight the following vocabulary. sustainability = development which meets the needs of the present without compromising the ability of future generations to meet their own needs b Students discuss their own experience in pairs. 2 Cambridge English for Job-hunting Cambridge University Press 2008 PHOTOCOPIABLE www.cambridge.org/elt/englishforjobhunting UNIT 1 Research and preparation Teacher’s Notes Your strengths and weaknesses 3 a Students complete the task individually before comparing answers in pairs. Answers b to c at d to e in f in g in h at i to j at b Students complete the task individually before comparing answers in pairs. Answers 2 Achievements 5 Personal characteristics 3 Languages 6 Knowledge 4 Experience Extension activity: character adjectives Ask students to suggest adjectives of character (both positive and negative) which best describe Silvia. Students can find examples in Silvia’s mind map. Answers organised, impatient, indecisive c Students read the questions, listen and answer the questions in pairs. 1.2 page 84 Answers 1 To start looking for a new job 2 Because his company is too small to give him the experience he wants 3 Coming up with new ideas and suggesting alternative solutions 4 To speak Mandarin 5 He is taking Mandarin lessons and listening to podcasts. Language note for audioscript 1.2 You may want to highlight the following vocabulary. pick something up (quickly) = learn a new skill by practising rather than being taught come up with an idea = suggest or think of an idea or plan take someone on = employ someone d Students listen again and complete the task individually before discussing their answers in pairs. Afterwards get students to read the audioscript to find evidence supporting their answers. Answers flexible: I’m very adaptable. I don’t mind working late or at weekends, and I’ll have a go at anything … creative: I’m also good at coming up with new ideas and suggesting alternative solutions; you used to stick notes with new ideas everywhere disorganised: Your desk was such a mess and you never knew where anything was. e Students complete the exercise individually before open-class feedback. Answers 2 c 3 e 4 d 5 b 6 a 3 Cambridge English for Job-hunting Cambridge University Press 2008 PHOTOCOPIABLE www.cambridge.org/elt/englishforjobhunting UNIT 1 Research and preparation Teacher’s Notes f Students complete the exercise individually before comparing answers in pairs. Answers 2 indecisive 5 unpersuasive 3 inflexible 6 unreliable 4 disorganised Extension activity In pairs, discuss which character adjectives best describe you. Give examples of past actions and behaviour to support your claims. g Students complete the task in pairs. Encourage students to think of more questions and adjectives that relate to their own personal characteristics. You may want to provide some examples of your own. h Students complete the task individually on a blank sheet of paper. Provide students with a separate sheet of blank white paper to complete this exercise. i Students complete the task in pairs before open-class feedback. Your qualifications Before you begin … The following questions can be used to generate a warm-up discussion. 1 What qualifications have you got / are you studying for? 2 Do you think that your qualifications will be understood/recognised in the country you would like to find work in? 3 What qualifications do you need to get the job you would like? 4 a Students complete the task individually before comparing answers in pairs. Answers 2 read; completed (obtained) 3 graduated; hold; completed (obtained) 4 graduating; awarded; read b Students complete the task individually before comparing answers in pairs. Answers 1 from; with; in 3 in; from; in 2 in; with; from 4 at c Students discuss the questions in pairs before open-class feedback. Ask students to identify their most important and relevant qualifications, and help them to establish what the equivalent qualifications are in the country they plan to find work in. Highlighting your skills and experience Note This is a brief introduction to transferable skills, designed to help students identify their own transferable skills before looking for work. In subsequent units of the book students will learn to demonstrate these transferable skills in CVs, cover letters and interviews. 5 a Students discuss the questions in pairs. 4 Cambridge English for Job-hunting Cambridge University Press 2008 PHOTOCOPIABLE www.cambridge.org/elt/englishforjobhunting UNIT 1 Research and preparation Teacher’s Notes b Students complete the task individually before comparing answers in pairs. Encourage students to identify further examples of professional behaviour exemplifying these transferable skills. Answers 2 d 3 a 4 g 5 e 6 h 7 c 8 b c Students complete the task in pairs before looking at the suggested answers in the key. Suggested answers 1 flexibility: I am willing to investigate options in depth, even when they are the ideas of others. I am able to adapt to and work with a variety of situations, individuals and groups. I am able to think on my feet. I am willing to try different approaches. 2 leadership skills: I am good at leading, encouraging, inspiring and supporting others to develop confidence and help them to realise their full potential. I delegate routine elements of more complex tasks at work and encourage others to do the same. I am approachable at work. 3 organisational skills: I am always on time at work, attending meetings, and when I cannot make it, I always let somebody know in advance. I can plan ahead and am excellent at meeting deadlines. 4 teamworking skills: I cooperate to meet shared goals even at the expense of my own personal preferences. I listen carefully to the concerns and opinions of others. I enjoy collaborating on projects. d Students prepare individually before discussing in pairs. e Students read the questions, listen and answer the questions individually before comparing answers in pairs.
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